Equality Duty - Why bother with diversity?

1. Equality Duty - Why bother with diversity? Presented by: Jane Barker LISS Manager (Equality, Diversity & Inclusion policy) 18 May 2011

2. Outline of thepresentation • National Context • Diversity is key • Strategic planning • Legal Compliance • Responsibilities • UMT actions

3. National context OFFA Access Agreement requirement: • “[HEI’s should] increase their focus and expenditure on long-term targeted outreach (including collaborative work) with a proven success record in raising aspirations and attainment among potential applicants from under-represented groups.” Our response (Prof. G Upton 4 May 2011) • “The student experience remains at the forefront of all our planning and budgeting. The university is a new and ambitious university with an excellent existing record for widening participation, supporting the region and its economic development through graduate employment and by ensuring our students are able to add value in the workplace. These objectives will continue to be a top priority for us.”

4. HEFCE definition “Widening participation addresses the large discrepancies in the take-up of higher education opportunities between different social groups. Under-representation is closely connected with broader issues of equity and social inclusion, so we are concerned with ensuring equality of opportunity for disabled students, adult learners/students, women and men, all ethnic groups and those “protected characteristics” defined in the Equality Act 2010 and the Equality Duty.” This definition is also referred to by the Government Equalities Office.

5. Diversity is key University Single Equality Scheme: • The University is committed to creating a positive environment where everyone is treated with dignity and respect and is supported in the development of their careers and studies • Equality, diversity and inclusion encompass the key institutional aim of widening participation

6. Diversity in practice • Valuing individuals • Respecting people’s differences (not treating everyone the same) • Making these differences work for the individual and the University • Ensuring policies, recruitment and other decisions are based on potential and skills • Employer & Educator of Choice – recognised and celebrated externally

7. Strategic planning • Competition for staff • Supporting a diverse staff population • Competition for students • Supporting a diverse student population • Aligning with University mission & value • Positive branding of the University

8. Strategic planning • Reputation – QAA, Ofsted, external funders preferred supplier • Business case – increased competition for students (best offer, first choice) • Moral & social case – valuing individuals, added value to the student experience • Legal compliance

9. Age Disability Sexual Orientation Gender Gender Re-assignment Pregnancy and maternity Religion or belief (or a lack of belief) Race Marriage / Civil Partnership Direct discrimination Indirect discrimination Harassment Third party harassment Victimisation Being of the group Being perceived to be of the group Being associated with a person in the group Employment Vocational training and FE Goods and services Legal compliance –Equality Act 2010

10. Equality Act 2011 legislationprotected characteristics

11. Equality Act 2010Equality Statutory Duties • eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it

12. University responsibilities The University is committed to challenging and tackling discrimination and to actively promoting inclusion within: • Admissions and access • Student development, achievement, assessment and support • Teaching and learning and pedagogy • Curriculum design and development • Staff recruitment, professional development and support • Partnerships and community links and community cohesion • Procurement and outsourcing • Quality and standards assurance • International Activities • Partnership working with staff representatives

13. Examples of best practice • Disability funding premium – a new central fund • Fitness to Teach / Study criteria • Single Equality Scheme and action plan • Ofsted and QAA commendations • Equality Challenge Unit - contributions to national publications • Mindful Employer / Positive about Disabled people status • Investors in Diversity award

14. UMT are key to success • The culture of the senior managers is key to achieving an inclusive, flexible, diverse environment • We work hard to get quality staff and students and we need to continue to work hard to retain, develop and enhance staff and students • We need to challenge bias and improve the student experience and add value for employability

15. UMT responsibilities • Ensure that staff understand their responsibility wrt diversity supported by appropriate training and engagement • Ensure that policies / procedures are fairly and consistently applied • Take appropriate action against staff or students who discriminate on grounds of equality, including assisting in correcting unacceptable behaviour • Act as role models in embracing and promoting equality, diversity and inclusion in the workplace • Support any reasonable adjustments put into place to assist disabled staff and applicants, or appropriate amendments or alterations to better support widening participation and dignity

16. Workshop –How will UMT . . . ? • create a culture that supports equality, diversity and inclusion? • address any barriers to inequality in our systems, policies and decision making as well as in our behaviour and ways of working? • report and monitor, via action plans and equality impact assessments, describing what the University intends to achieve and details the areas where action will be taken and what will be done?

17. Widening Participation – what does it mean in practice? • How do we deliver true widening participation especially given Ofsted, QAA and OFFA scrutiny of equality and diversity?

18. Embedding diversity • How are you going to embed diversity into the management of your Faculty / Service and interactions with others? • What are the benefits to you, colleagues, students and the organisation to embed diversity more effectively?